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MOTIVATIONAL AND ACADEMIC OUTCOMES IN RETAINED MIDDLE
SCHOOL STUDENTS
by
Michelle L. Rodriguez
_________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Michelle L. Rodriguez

There is a relationship between self-efficacy, goal orientation, and academic performance, which is based on the social cognitive theoretical framework and substantiated by a large body of research. This study investigated the intersection between retention and academic performance specifically with English Language Learners and low socioeconomic populations. The purpose of this study was to contribute to the small volume of existing literature that highlights the academic and motivational affects of retention on middle school students from ethnic and low socioeconomic backgrounds. Specifically, this study examined three key areas: (a) to examine whether there is a relationship between the motivation of retained versus nonretained students; (b) to examine whether retention timing is related to motivation and academic performance; and (c) to examine whether retention has differential effects on English Learner Language students. ❧ A stratified purposeful sampling of over 125 seventh and eighth grade students was drawn from four low-achieving intermediate schools in an urban district in Southern California. The school district consists of a primary disadvantaged population with 95% Hispanic, 85% Free and Reduced Lunch, 83% English Learners and 58% of the parents not graduating high school. The four intermediate schools were selected due to their homogeneity in relation to their minority, low socioeconomic, English Language Learner, and Gifted and Talented populations. The study used the hierarchical linear regression model with block entry of the variables in Step 1. The variables of grade level, EL status and gender were entered as a group of variables to estimate the effect of the category of variables on the outcome. The block entry of the variables also allowed the researcher to determine whether particular variables explained statistically significantly more variance than other variables. Within the Step 2, the variable of retention status or grade of retention was entered last in the regression equation to isolate the unique variance for that particular variable. ❧ According to expectation, the hierarchical linear regression modeling demonstrated that retention has a significant negative impact on both overall goal orientation and academic performance with strong predictors of grade level and EL status—RFEP. Contrary to expectations, retention was not linked to self-efficacy and several subscales of goal orientation. ❧ The study contributed to current research by highlighting the significance of language proficiency and the grade of retention. It provided evidence that school districts should change policies and instructional practices to more effectively serve low socioeconomic, language learners and reduce the over use of retention as an intervention measure. The incorporation of these key recommendations will transform classrooms and the lives of students so they may reach their ultimate potential.

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MOTIVATIONAL AND ACADEMIC OUTCOMES IN RETAINED MIDDLE
SCHOOL STUDENTS
by
Michelle L. Rodriguez
_________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Michelle L. Rodriguez